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UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS
International General Certificate of Secondary Education
*1264240195*
0652/61
PHYSICAL SCIENCE
Paper 6 Alternative to Practical
October/November 2012
1 hour
Candidates answer on the Question Paper.
No Additional Materials are required.
READ THESE INSTRUCTIONS FIRST
Write your Centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
You may use a soft pencil for any diagrams or graphs.
Do not use staples, paper clips, highlighters, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.
Answer all questions.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
For Examiner's Use
1
2
3
4
5
6
Total
This document consists of 22 printed pages and 2 blank pages.
IB12 11_0652_61/4RP
© UCLES 2012
[Turn over
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1
A science teacher is showing the class some experiments using a radioactive source. She
is using a Geiger-Muller tube and a scaler to measure the amount of radiation emitted by
the source. The scaler shows the count. The apparatus is shown in Fig. 1.1.
A piece of paper or metal may be placed at position X for the radiation to pass through. A
radiation shield is used to protect the class.
radioactive
source
Geiger-Muller tube
scaler
X
Fig. 1.1
•
The teacher switches on the apparatus and finds the count for 20 seconds. She does
not place anything at position X. Fig. 1.2 shows the scaler reading.
•
The teacher places a sheet of paper at position X, then switches on the tube and scaler
for another 20 seconds. Fig. 1.3 shows the scaler reading.
•
The teacher places a thick sheet of aluminium at position X and switches on the tube
and scaler for another 20 seconds. Fig. 1.4 shows the scaler reading.
air
paper
aluminium
Fig. 1.2
Fig. 1.3
Fig. 1.4
Table 1.1
radiation passes
through
number of counts
in 20 seconds
counts per
second
air
paper
aluminium
(a) (i) Read the scalers in Figs. 1.2, 1.3 and 1.4 and complete column 2 of Table 1.1. [1]
(ii) Calculate the counts per second and complete the third column of Table 1.1.
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[1]
For
Examiner's
Use
3
(b) The radioactive source used is an isotope of radium,
particles, and gamma rays.
226
88
Ra . It gives off alpha and beta
For
Examiner's
Use
(i) State the types of radiation that are stopped by the aluminium.
and
[2]
(ii) Suggest what could be placed at position X to stop all three types of radiation.
[1]
(c) (i) The teacher holds a magnet close to the path of the radiation coming out of the
radioactive source, see Fig. 1.5. The count shown by the scaler is lower when she
does this because some of the radiation is deflected.
deflected up
radioactive
source
path of rays entering Geiger-Muller tube
when no magnet present
deflected down
magnet
Fig. 1.5
State the types of radiation that are deflected by the magnetic field.
and
[1]
(ii) The teacher tells the class that one of the two types of radiation deflected by the
magnet is deflected upward, and the other one is deflected downward.
Explain why these two types of radiation are deflected in opposite directions by the
magnetic field.
[2]
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Fig. 1.6 shows the decay curve for the
226
88
Ra isotope.
For
Examiner's
Use
8000
7000
6000
5000
count /
sec
4000
3000
2000
1000
0
0
1000
2000
4000
3000
5000
6000
time / years
Fig. 1.6
(d) Use the decay curve shown in Fig. 1.6 to find the half-life of
this by drawing lines on the graph.
half-life of
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226
88
Ra =
226
88
Ra . Show how you do
years
[2]
5
Please turn over for Question 2.
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2
A student is doing an experiment to find the mass of a metre rule. He rests the rule on the
pivot at the 40 cm mark.
He hangs a 100 g load at the 10 cm mark of the ruler. He hangs a balancing mass,
m = 50 g, on the other side of the rule so that the rule balances, see Fig. 2.1. The balancing
mass is d cm from the pivot.
pivot clamped in stand
d
0
10
20
30
40
50
60
thread
70
80
90
100
metre rule
100 g mass
mass, m
Fig. 2.1
•
The student finds distance, d, and records it in Table 2.1.
•
He adds 10 g to the balancing mass, m, and adjusts its position so that the rule
balances.
•
He finds the new distance, d, and records it in Table 2.1.
•
He repeats this procedure using balancing masses, m, of 70, 80 and 90 g.
Table 2.1
1 1
m g
mass,
m/g
distance,
d / cm
50
34.6
0.020
60
28.8
0.017
21.9
0.013
70
80
90
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Examiner's
Use
7
(a) (i) Figs. 2.2 and 2.3 show the scale of the rule and the positions of the balancing
masses when m = 70 g and m = 90 g.
For
Examiner's
Use
Read and record below the scale of the rule for each mass.
scale reading for 70 g mass =
cm
scale reading for 90 g mass =
cm
[2]
(ii) Use your answers to (i) to calculate the values of d for each mass.
Record your values of d in Table 2.1.
[1]
d
40
50
60
m = 70 g
Fig. 2.2
d
40
50
60
m = 90 g
Fig. 2.3
(iii) Calculate, to three decimal places, the values of
1
for the masses 70 g and 90 g.
m
Record these values in Table 2.1.
[2]
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(b) (i) On the graph grid provided. plot distance, d, (vertical axis) against
1
.
m
For
Examiner's
Use
Draw the best straight line.
50
40
30
distance d
/ cm
20
10
0
0.010
0.012
0.014
0.016
1
m
0.018
0.020
1
g
[2]
(ii) Find the gradient of the straight line you have drawn. Show clearly on the graph
how you obtain the values used to calculate the gradient.
gradient =
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[2]
9
(c) Calculate the mass of the rule using the formula
mass of rule = 300 –
gradient
.
10
mass of the ruler =
© UCLES 2012
For
Examiner's
Use
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g
[1]
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10
3
A farmer's bean crop is poor. He thinks that the soil in his field may be too acidic. He gives
a science student three samples, A, B and C of the soil for testing.
There are two parts to the tests.
Part 1
The student takes some of sample A and mixes it with water. He separates the water from
the soil by filtering the mixture. This gives soil washing A.
He repeats this procedure to give soil washings B and C.
(a) Suggest one practical detail of this procedure that enables a fair comparison of the
three soil samples.
[1]
Part 2
The student wants to find out what volume of soil washing A is needed to neutralise
10 cm3 of aqueous calcium hydroxide solution. See Fig. 3.1.
dropper
litmus added to
10 cm3 calcium
hydroxide solution
soil washing A
Fig. 3.1
•
He places 10 cm3 of calcium hydroxide solution in a beaker and adds a few drops
of litmus.
•
He places 10 cm3 soil washing A in a measuring cylinder.
•
He uses a dropper to add soil washing A from the measuring cylinder, drop by
drop, to the calcium hydroxide in the beaker, until the litmus changes colour.
•
He notes how much soil washing A is left in the measuring cylinder and records
the volume in Table 3.1.
•
He repeats this procedure with soil washings B and C.
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Examiner's
Use
11
(b) State the colour change of the litmus.
from
to
[2]
For
Examiner's
Use
Fig. 3.2 shows the scales of the measuring cylinder containing soil washings A, B and C
after the litmus has changed colour.
cm3
10
cm3
10
cm3
10
9
9
9
8
8
8
7
7
7
6
6
6
5
5
5
4
4
4
3
3
3
2
2
2
1
1
1
soil washing A
soil washing C
soil washing B
Fig. 3.2
(c) (i) Read the volumes left in the measuring cylinders and record them in Table 3.1. [3]
(ii) Calculate the volumes of soil washings A, B and C added to the calcium hydroxide
solution. Record them in Table 3.1.
[1]
Table 3.1
soil washing
volume left in measuring
cylinder / cm3
volume of soil washings
added / cm3
A
B
C
Use data from the third column of Table 3.1 to calculate the average volume, Vav,
of the soil washings added.
Vav =
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cm3
[1]
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(d) The concentration of the calcium hydroxide solution is 0.013 mol / dm3.
For
Examiner's
Use
Using the equation given, calculate the concentration of the acid in the soil washings.
concentration of acid =
(2 × 0.013 × 10)
Vav
concentration of acid =
mol / dm3
[1]
The farmer can decide how much calcium hydroxide (lime) to put on his field.
If he adds too much lime so that the soil becomes alkaline, plants cannot absorb the ions of
essential trace metals such as iron, magnesium and zinc because they become insoluble.
(e) Suggest why these ions become insoluble in alkaline soils.
[1]
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Please turn over for Question 4.
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4
A student is doing an experiment to find out how varying the surface area of magnesium
ribbon affects its rate of reaction with dilute hydrochloric acid.
Fig. 4.1 shows the apparatus he is using.
stopper
magnesium
and acid
Fig. 4.1
•
He cuts a piece of magnesium ribbon.
•
He places 15 cm3 of dilute hydrochloric acid in the test-tube.
•
He adds the piece of magnesium to the acid, replaces the stopper and starts the
stopclock.
•
He records in Table 4.1 the volume of hydrogen collected during the first 1 minute of
the reaction.
•
He repeats the experiment using a fresh 15 cm3 of acid and two pieces of magnesium
the same size as the first one.
•
He repeats the experiment using three and then four pieces of magnesium.
Table 4.1
number of pieces of
magnesium
volume of hydrogen
collected in 1 minute / cm3
1
25
2
3
4
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For
Examiner's
Use
15
(a) Fig. 4.2 shows the measuring cylinder scales for the volume of hydrogen collected after
1 minute using 2 and 3 pieces of magnesium. Record the volumes in Table 4.1.
For
Examiner's
Use
10
10
20
20
30
30
40
40
50
50
60
60
70
70
80
80
90
90
100
100
3mc
3mc
2 pieces of magnesium
3 pieces of magnesium
Fig. 4.2
[2]
(b) (i) Fig. 4.3 shows the actual size of one piece of magnesium that the student is using.
Fig. 4.3
Measure the length and width of the piece of magnesium to the nearest millimetre.
length =
cm
width =
cm
[2]
(ii) Calculate the surface area of the magnesium strip. Remember that the magnesium
strip has two sides. Ignore the thickness of the strip.
surface area of one piece of magnesium =
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cm2
[2]
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(c) Calculate the volume of hydrogen given off in one minute from 1 cm2 area of the
magnesium strip. Use the data from the first row of Table 4.1.
volume of hydrogen given off in one minute =
cm3
[2]
(d) The student notices that the volume of hydrogen given off in one minute from 4 pieces
of magnesium is greater than 4 x (the volume given off from 1 piece of magnesium).
He decides that the reaction rate must have speeded up.
The reaction between hydrochloric acid and magnesium is exothermic.
Explain why the reaction rate speeds up when 4 pieces of magnesium are used.
[2]
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Examiner's
Use
17
5
A student was given five bottles, labelled A – E. Each bottle contains one of the following
solutions: sodium carbonate, sodium chloride, sodium hydroxide, sodium nitrate and
sodium sulfate.
A
B
C
D
For
Examiner's
Use
E
Fig. 5.1
The student used the Test Plan, Fig. 5.2, shown on page 18 to identify the solutions. He
carried out four tests on the solutions, recorded his observations and named the solutions.
On the Test Plan, some of the student's work has been deleted.
Study the Test Plan over the page and then answer the questions that follow it.
Do not write anything on page 18.
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Do not write anything on this page.
For
Examiner's
Use
TEST PLAN
TEST 1
Add Universal Indicator to solutions A, B, C, D, E
OBSERVATIONS
1a Universal Indicator
turns ............................
1b Universal Indicator
turns ............................
CONCLUSIONS
solutions A, D and E
are neutral
solutions B and C
are alkaline
TEST 2
Add aqueous barium chloride
solution to A, D and E
TEST 4
Add litmus and dilute hydrochloric
acid to solutions B and C
OBSERVATIONS
OBSERVATIONS
2a white
2b no
precipitate
formed
precipitate
formed
4a
.........................
.........................
4b
.........................
.........................
CONCLUSIONS
CONCLUSIONS
2a solution D
2b A and E do
4a solution B
4b solution C
contains a
not contain
.......................
.......................
is sodium
hydroxide
is sodium
carbonate
TEST 3
Add aqueous silver nitrate to solutions A and E
OBSERVATIONS
3a white
precipitate
formed
3b no
precipitate
formed
CONCLUSIONS
3a solution A
is .....................
3b solution E
is .....................
Fig. 5.2
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19
(a) The student added Universal Indicator to the five solutions. Use the conclusion for
Test 1 in the test plan to help you to write observations 1a and 1b.
For
Examiner's
Use
observation 1a: Universal Indicator turned
observation 1b: Universal Indicator turned
[2]
(b) In Test 2, the student added aqueous barium chloride solution to solutions A, D and E.
He recorded observation 2a and observation 2b. Then he named liquid D.
Suggest the name of liquid D
[1]
(c) In Test 3, the student added aqueous silver nitrate to solutions A and E. He recorded
observation 3a and observation 3b. These observations helped him name solutions
A and E.
Suggest the name of solution A
Suggest the name of solution E
[2]
(d) In Test 4 the student added litmus solution followed by dilute hydrochloric acid to
solutions B and C until there was no further reaction. He recorded observation 4a and
observation 4b.
He concluded that solution B is sodium carbonate, and solution C is sodium hydroxide.
(i) What did the student record for observation 4a?
[1]
(ii) What did the student record for observation 4b?
[2]
(e) (i) Name the white precipitate seen in Test 2.
white precipitate
[1]
(ii) Explain what is meant by a precipitate.
[1]
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6
The science teacher has given a student a filament lamp that is made for use with a
240 volt electricity supply.
The filament of the lamp is made from tungsten, a metal that has a very high melting
point. The filament glows white hot when current passes through it using a 240 volt
supply.
The resistance of tungsten metal is altered when its temperature is changed.
filament
150 watt
lamp
Fig. 6.1
(a) (i) Complete the sentence to show the main energy changes that occur when the
lamp is switched on.
and
electrical energy
[2]
(ii) What gas is contained in the lamp to prevent the filament burning out when it
becomes very hot?
[1]
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For
Examiner's
Use
21
The student connects the lamp in the circuit shown in Fig. 6.2. An ammeter, A, is used to
find the current and a voltmeter, V, is used to find the applied voltage.
For
Examiner's
Use
low voltage
supply
lamp
switch
Fig. 6.2
(b) To show where the ammeter and voltmeter should be placed in the circuit, write A and
V in the correct places on Fig. 6.2.
[1]
The student closes the switch. The lamp does not light up, but the meters show
readings. The ammeter reading immediately reaches a maximum.
0.5
10
1
0
0
A
V
ammeter
maximum current
voltmeter
20
Fig. 6.3
(c) Read the meters in Fig. 6.3 to the nearest 0.1 amp and 1 volt and record the readings in
Table 6.1.
[2]
Table 6.1
maximum current / A
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(d) (i) The lamp uses 150 watts of power when 240 volts is applied and the lamp is
shining brightly.
Calculate the current passing through the lamp when it shines brightly.
Use the formula
current in amps =
power in watts
applied voltage
current passing through the lamp =
A
[1]
(ii) Compare the voltage and current shown in Table 6.1 and your answer to (d)(i).
Suggest how the resistance of the tungsten filament changes when the filament is
glowing brightly.
[1]
(e) European governments do not allow shops to sell filament lamps for use in homes.
This is because more efficient lamps are available, such as fluorescent lamps.
Explain why the use of filament lamps is an inefficient way to produce light and how
their use contributes to global warming.
[2]
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Examiner's
Use
23
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University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of
Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
© UCLES 2012
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